CHAPTER FOUR: PEDAGOGICAL IMPLICATIONS
Poetry and Music at School
In Assumptions Regarding Music and Poetry
It’s wrong to assume that song lyrics and musical compositions have lessIMPORTANCE OF POETRY AND SONGS IN SCHOOLS
THEY DEVELOP LANGUAGE
Reading and writing poetry helps develop important language
and literacy skills. It enables pupils to see the endless possibilities of language in shaping expression and creating meaning. And because poetry and songs often breaks grammar and punctuation rules, it can also be accessible to EFL pupils. Whilst their vocabulary may initially be limited, they give them the opportunity to experiment with language without being confined by rigid grammar and structures. Similar to reading, they give pupils the opportunity to read and absorb different styles of writing from many different authors. As a teacher, you’ll be amazed to watch your classroom’s language grow!
THEY DEVELOP CREATIVE THINKING
Due to the fact that poetry and songs breaks rules, there’s a
lot of freedom to be found in writing them. It encourages creative thinking in language, structure and imagery. It forces your pupils to think outside the box and find creative ways to express their thoughts and feelings. Exposing your pupils to a variety of styles of poetry and songs will help them see the possibilities available in them and inspire creativity and imagination. Jeanette Winterson, a renowned British poet and writer, once said about poetry; « It isn’t a hiding place. It is a finding place« . Poetry will allow your pupils to truly express their own unique selves, intertwining their creative thoughts with poetic skill.
THEY DEVELOP PUBLIC SPEAKING
Poetry and songs originally developed as an oral tradition. Historically, they wouldn’t be written down and passed on, but shared as spoken word. Much of poetry and songs have an oral quality to it, where rhythm and rhyme play a central role. Teaching your public to understand poetry as music and sound will also help to get into the aspect of poetry as a performance. Getting your pupils to be inspired and perform poems and songs will help build their public speaking skills and confidence in front of an audience. These public speaking skills will be carried with them as they navigate their educational and professional years, a tool they’ll have to give them a competitive advantage.
THEY DEVELOP EMOTIONAL INTELLIGENCE
Poetry and songs provide a freedom of expression for pupils to
express themselves and their identities with metaphor, imagery and symbolism. Being able to use language freely in this way will help pupils to gain new perspectives on life and ordinary experiences. Poetry and songs often explore a complex ornement of emotions and encouraging pupils to recognise these will help them develop greater emotional intelligence. It will also help them develop a greater sense of self-awareness that they can carry with them through life. Poetry and songs might become a way pupils can share their thoughts which they may have otherwise found hard to communicate and express, and in this sense is a truly freeing experience.
MODELING LESSON
PREPARATION CARD N°17/023
DATE : Thursday, 12th October 2023
CLASS : 3rd Pedagogy A
HOUR : 9h10-10h00
REVISION : Grammar : the noun
SUBJECT MATTER : « My Bonnie Lies over the Ocean”: Vocabulary
REFERENCES : My bonnie Song on google.com
DIDACTIC MATERIELS : Chalk and BB
AIMS: At the end of this lesson, pupils should be able to communicate while using the new lexis.
| TIMING | SUBJECT MATTER | METH AND PROC. | ||||||||||||||
| 5’ | I. WARM-UP
T- Writes the title of the Poem on the Blackboard and asks pipils to read them silently and then aloud. |
|||||||||||||||
| 25’ | II. SUBJECT MATTER
Sea /siː/ : E.g. Mediteranean is a sea. Bring back /briƞ bæk/ : return, take back g.: Bring back my Boniie – Over the ocean/ sea: In a place across an ocean/sea. E.g. My Bonnie is over the ocean – Blow: E.g. Blow the wind – Pillow : /ˈpɪləʊ/ |
Dem.
Syn.
Def.
Sit.
Visual Aids |
||||||||||||||
| 10’ | III. SYNTHESIS
‘My Bonnie lies over the ocean’ is a wellloved DIDACTIC MATERIELS :Chalk and BB AIMS: At the end of this lesson, pupils should be able to communicate while using the new lexis.
|
CONCLUSION
Now we have come to the end of this work. As a human being
work, we hope that there will be some imperfection and the correction is welcome.
Poetry and Lingala songs have been our main field of focusing
in this work, we have given the similarities and the differences between the two genres of literature.
The main difference is that a poem is not set to music, while a
song is.Similarities are that both are usually divided up into lines.Both can make use of repeated choruses, rhyme, and any number of phonetic techniques to create a sense of rhythm, even though none of these is necessary.
What Is the Difference Between a Poem and a Song?
| Poem | Song | |
| Definition | A literary composition that carefully chooses and arranges words in a beautiful and rhythmic
manner |
A piece of writing that is intended to be sung or set to
music |
| How it’s structured | Written with consideration of elements such as stanza, meter, and rhyming scheme | Written to be sung; therefore musical elements such as
melody, instrumentation, singer’s vocal ability, rhythm are considered |
| Scope | Poems can be long and tend to have no limitation in terms of
length |
Song lyrics are typically kept
shorter |
| Nature | Poems express a theme using elements such as imagery,
rhythm, and sound but don’t need instrumentation |
A song also expresses a message or theme but is usually accompanied by instrumentation and is |
| dependent on a regular rhythm | ||
| Specificity | Words in a poem are called verses and are meant for reading | Words in a song are called lyrics and are meant for singing |
Due to our research, added the Pedagogical Implication on
this work, as we are going to be graduated in the Applied Pedagogy of English Language, we can conclude by saying that teachers cannot only be stuck in the teaching of texts found in the English For Africa but also try to translate some good and educational Congolese Lingala songs to strengthen pupils attention and interest in the genre.
As a challenge, we are leaving TTC today but our writings are
remaining here for ages, we call upon a challenge to one student who will be interested in the teaching of the genre to try the teaching of Lingala Translated Songs in Kisangani School.
Forever in our heart!
BIBLIOGRAPHY
Laurie, Timothy (2014). Cultural Studies Review.
WEBOGRAPHY
(https://www.grin.com/document/320363)
TABLE OF CONTENTS
EPIGRAPH
DEDICACE
Bookmark not defined.
INTRODUCTION 1
0.1. CHOICE OF AND INTEREST IN THE WORK 1
0.2. RESEARCH PROBLEM 2
0.3. HYPOTHESIS 3
0.4. AIMS AND OBJECTIVES OF THE WORK 4
0.5. METHODS USED 4
0.6. SOURCES OF DATA 5
0.7. LIMITATION OF THE WORK 5
0.8. REVIEW OF LITERATURE 6
0.9. DIFFICULTIES ENCOUNTERED 7
0.10. DIVISION OF THE WORK 7
CHAPTER ONE: BRIEF HISTORY OF BOTH ENGLISH POETRY AND CONGOLESE LYRIC SONGS/MUSIC 8
1.1. HISTORY OF THE ENGLISH POETRY 8
1.1.1. Old English poetry 8
– Bief History 8
– Characteristics 9
1.1.2. Middle English Poetry 9
– History 9
– Characteristics 10
1.1.3. Modern English Poetry 10
1.2. History of Lingala Songs 13
1.2.1. Congolese Music before Colonial period to the independence day 14
1.2.2. Congolese Music from independence until today 15
Zaiko and post Zaiko (c. 1970–90) 16
CHAPTER TWO: PRELIMINARIES AND THEORY OF ENGLISH POEMS AND CONGOLESE SONGS 19
2.1. Poetry Definition 19
2.2. Types of poetry 20
2.2.1. Narrative poetry 21
Types of Narrative Poetry 21
2.2.2. Dramatic poetry 23
History of Dramatic Poetry 23
Features of Dramatic Poetry 24
Types of Dramatic Poetry 24
Dramatic Monologue 25
Soliloquy 26
Closet Dramas 26
Drawing Room Plays 26
Character Sketch 27
Dialogue 27
Dramatic Poetry Examples 27
Dramatic Monologue 27
2.2.3. Lyric poetry 27
Types of Lyric Poetry 28
a. The Sonnet 29
b. The Elegy 29
c. The Ode 29
2.3. Characteristics of English Poetry 30
Rhythm-Rhyme and meter 30
Stanza and lines-scansion 34
2.4. Song definition 35
2.5. Music Genres 36
2.5.1. Major music genres 36
a. Art music 36
b. Popular music 37
CHAPTER THREE: SIMILARITIES AND DISSIMILATIES BETWEEN ENGLISH POEMS AND CONGOLESE LYRIC SONG 41
SECTION 1: SIMILARITIES BETWEEN POETRY AND SONGS 43
1. Music and poetry have a lot in common when they are taken in strucure 43
2. Both music and poetry are forms of expression 45
3. Both music and poetry rely on a combination of sound and silence 47
4. There are many different types of music and poetry 47
5. Music and poetry share similar themes such as love, loss, and life 47
6. Both music and poetry use patterns of words 51
7. They both use rhythm to create emotion 51
8. Poetry can be found in song lyrics while music can be found in poems 52
9. Both music and poetry are timeless 52
10. Music can motivate people to create poetry while poetry can inspire musicians 52
Summary 52
SECTION 2: DISSIMILARITIES 53
1. Poetry Doesn’t Require a Tune 53
2. Music and Poetry Have slight Different Forms and Structures 54
3. Interpretations of Music and Poetry Are Different 55
Judging Music vs. Poetry 55
4. Poetry and Music Are Appreciated Differently 55
CHAPTER FOUR: PEDAGOGICAL IMPLICATIONS 58
Poetry and Music at School 58
Assumptions Regarding Music and Poetry 58
IMPORTANCE OF POETRY AND SONGS IN SCHOOLS 60
CONCLUSION
BIBLIOGRAPHY 67
WEBOGRAPHY 68